Assessments Can Be a Powerful Tool For Students and Teachers!
Let's All Add Great Ideas We've Created That Work To:
Help students assess and monitor their own reading strategies, skills, and interests.
Each Standard is broken down into specific indicators that are used to determine if the student is meeting or exceeding the needed standard or not. The following form is useful to track a class of students over the coarse of a semester or school year. South Dakota Standards
Here is an example of how the standards might work into a typical teaching experience:
Targeted Standard 3rd Grade: Literacy
3.R.3.1 Students can identify and describeliterary elements and devices in literature.
Learning targets to meet this standard:
Identify and describe characters, setting, problem, events and solution within one text.
Identify rhyme patterns in poetry.
Identify alliteration
Verbs Defined:
Identify—tell or explain in writing, speaking and/or drawing
Describe—show in drawing, writing, and/or speaking.
Key Terms Defined:
Literary elements—the commonly accepted structures that contribute to literature
Literary devices—techniques used by a writer to convey or enhance literature
How are you teaching this in your classroom? I am teaching this is my classroom during Literacy by asking students to identify each part of the text when we begin a new book in small groups. Book report forms that I have students fill out during their independent reading time include these categories as well.
We are studying poetry every Wednesday this year. This gives us a chance to go into more detail with the rhyme patterns that we are comparing every week as we add a poem-to-memorize to their poetry folder. We’ve talked about the abab patterns a few times and will continue to identify the new patterns we find in the poetry we study and in the new poems students create.
To identify alliteration, we are giving students more opportunities to read poems with tongue-twisters and other poems that use the beginning consonant sounds in two or more neighboring words or syllables. (as wild and woolly.) Be reading poems over and over, students are reading those poems with more fluency that will hopefully carry over to their other reading experiences.
Literary elements are being taught during reading groups when we help students identify the elements of a story by mapping out the specific parts of the story. I use a poster that the students help me fill out when we read a story together. I also have them fill out a story map when they read a story on their own. We also explore some different versions of the same story and compare the different elements and how when they are changed, it changes the story.
We use what we know about non-fiction features when we study Science, Social Studies, and Health and when we read non-fiction books in Literacy. Using what we know is a goal all day long in every subject.
Using an intervention plan can work if you need an intervention for a student to monitor their progress on a specific behavior or skill.
Intervention Plan:
Student:
Age:
Grade:
Classroom Teacher:
Date:
Table of Contents
Assessments Can Be a Powerful Tool For Students and Teachers!
Let's All Add Great Ideas We've Created That Work To:
Each Standard is broken down into specific indicators that are used to determine if the student is meeting or exceeding the needed standard or not. The following form is useful to track a class of students over the coarse of a semester or school year.
South Dakota Standards
The following charts can help target groups that need more work to meet the target standards.
Here is an example of how the standards might work into a typical teaching experience:
Targeted Standard
3rd Grade: Literacy
3.R.3.1 Students can identify and describe literary elements and devices in literature.
Learning targets to meet this standard:
Verbs Defined:
Key Terms Defined:
How are you teaching this in your classroom?
I am teaching this is my classroom during Literacy by asking students to identify each part of the text when we begin a new book in small groups. Book report forms that I have students fill out during their independent reading time include these categories as well.
We are studying poetry every Wednesday this year. This gives us a chance to go into more detail with the rhyme patterns that we are comparing every week as we add a poem-to-memorize to their poetry folder. We’ve talked about the abab patterns a few times and will continue to identify the new patterns we find in the poetry we study and in the new poems students create.
To identify alliteration, we are giving students more opportunities to read poems with tongue-twisters and other poems that use the beginning consonant sounds in two or more neighboring words or syllables. (as wild and woolly.) Be reading poems over and over, students are reading those poems with more fluency that will hopefully carry over to their other reading experiences.
Literary elements are being taught during reading groups when we help students identify the elements of a story by mapping out the specific parts of the story. I use a poster that the students help me fill out when we read a story together. I also have them fill out a story map when they read a story on their own. We also explore some different versions of the same story and compare the different elements and how when they are changed, it changes the story.
We use what we know about non-fiction features when we study Science, Social Studies, and Health and when we read non-fiction books in Literacy. Using what we know is a goal all day long in every subject.
Using an intervention plan can work if you need an intervention for a student to monitor their progress on a specific behavior or skill.
Intervention Plan:
Student:
Age:
Grade:
Classroom Teacher:
Date:
Targeted Concern (Academic Standard/Skill; Behavior Need; etc.):
Goal/Aim Line:
Intervention:
Start Date:
Frequency/Duration (Minimum 3 times per week for 3 weeks):
End Date:
Person Responsible:
Type of Evidence (student work, teacher observation, assessments, student interview, etc.):
Evidence of Progress:
Current Student Level of Performance/Baseline Data (Please include a date for each data point):
Data Point 1:
Data Point 2:
Data Point 3:
Data Point 4:
Did the student make progress?
Keep it Legal:
How Am I Doing? What Do I Need To Work On Next? Where Should I Start? What Texts and Tools Will Help?